recognize characteristics of persuasive text, including:
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
SLA.K.8.E
recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
SLA.1.9.E
recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
SLA.2.9.E
recognize characteristics of persuasive text, including:
SLA.3.9.E
recognize characteristics and structures of argumentative text by:
SLA.4.9.E
recognize characteristics and structures of argumentative text by:
SLA.5.9.E
recognize characteristics and structures of argumentative text by:
SLA.6.9.E
analyze characteristics and structures of argumentative text by:
SLAR.7.9.E
Based on the student's language proficiency level, the student is expected to analyze characteristics and structures of argumentative text by:
SLAR.8.9.F
Based on the student's language proficiency level, the student is expected to analyze characteristics and structures of argumentative text by:
SLAR.E1.9.E
Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to identify and analyze characteristics and structural elements of argumentative texts such as:
SLAR.E2.9.E
Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to analyze characteristics and structural elements of argumentative texts such as: